Mark Scheme (Results) Summer Pearson Edexcel in GCSE Geography A (5GA3F) Unit 3: The Human Environment (Foundation)
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1 Scheme (Results) Summer 2014 Pearson Edexcel in GCSE Geography A (5GA3F) Unit 3: The Human Environment (Foundation)
2 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the world s leading learning company. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information, please visit our website at Our website subject pages hold useful resources, support material and live feeds from our subject advisors giving you access to a portal of information. If you have any subject specific questions about this specification that require the help of a subject specialist, you may find our Ask The Expert service helpful. Pearson: helping people progress, everywhere Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: Summer 2014 Publications Code UG All the material in this publication is copyright Pearson Education Ltd 2014
3 General ing Guidance All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate s response is not worthy of credit according to the mark scheme. Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. When examiners are in doubt regarding the application of the mark scheme to a candidate s response, the team leader must be consulted. Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. Placing a mark within a level mark band The instructions below tell you how to reward responses within a level. Follow these unless there is an instruction given within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. 2 mark bands Start with the presumption that the mark will be the higher of the two. An answer which is poorly supported gets the lower mark. 3 mark bands Start with a presumption that the mark will be the middle of the three. An answer which is poorly supported gets the lower mark. An answer which is well supported gets the higher mark. 4 mark bands Start with a presumption that the mark will be the upper middle mark of the four. An answer which is poorly supported gets a lower mark. An answer which is well supported and shows depth or breadth of coverage gets the higher mark.
4 schemes will indicate within the table where, and which strands of QWC, are being assessed. The strands are as follows: i) ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear ii) select and use a form and style of writing appropriate to purpose and to complex subject matter iii) organise information clearly and coherently, using specialist vocabulary when appropriate.
5 Spelling, Punctuation and Grammar ing Guidance The spelling, punctuation and grammar assessment criteria are common to GCSE English Literature, GCSE History, GCSE Geography and GCSE Religious Studies. All candidates, whichever subject they are being assessed on, must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. Spelling, punctuation and grammar marking criteria should be applied positively. Candidates must be rewarded for what they have demonstrated rather than penalised for errors. Examiners should mark according to the marking criteria. All marks on the marking criteria should be used appropriately. All the marks on the marking criteria are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the marking criteria. Examiners should be prepared to award zero marks if the candidate s response is not worthy of credit according to the marking criteria. When examiners are in doubt regarding the application of the marking criteria to a candidate s response, the team leader must be consulted. Crossed out work should be marked unless the candidate has replaced it with an alternative response. Handwriting may make it difficult to see if spelling, punctuation and grammar are correct. Examiners must make every effort to assess spelling, punctuation and grammar fairly and if they genuinely cannot make an assessment, the team leader must be consulted. Specialist terms do not always require the use of complex terminology but the vocabulary used should appropriate to the subject and the question. Work by candidates with an amanuensis, scribe or typed script should be assessed for spelling, punctuation and grammar. Examiners are advised to consider the marking criteria in the following way: o How well does the response communicate the meaning? o What range of specialist terms is used? o How accurate is the spelling, punctuation and grammar?
6 SECTION A THE HUMAN WORLD Topic 1 Economic Change 1(a) (i) D Mining 1 1(a) (ii) Figure 1a shows a fall from in 1965 to in This change was due to a growth in mechanisation Between 1990 and 2010, the number increased to Since 2010, numbers have fallen because many jobs in the primary sector are poorly paid (a) (iii) B It is cheaper to import raw materials 1 1(b) (i) C tertiary sector. 1 1(b) (ii) Any two of the following: Near (main) roads/motorway/m1 (1) Near Sheffield / populated area (1) Near train station/public transport (1) Room for expansion (1) 2 1+1
7 1(c) First mark for the identification of a benefit (1) second mark for development (1). Idea of change must be explicit or implied for full marks. Depends on the rural area, but expect any of the following: Less pollution/more environmentally friendly (1) as the factories have closed down/no longer in use (1) Increase in wildlife / habitats (1) because the areas is safer/cleaner (1) Area might become more attractive (1) as there are no ugly derelict factories (1) Opportunities for jobs in the tertiary sector (1) e.g. tourism (1) Return to farming (or another traditional land use) (1) Opportunity for new housing (1) Max. 1 mark if an incorrect or no legitimate rural area has been named
8 1(d) Reject Suitable responses include: Environmental damage (1) caused by the extraction of raw materials(1) Raw materials become exhausted (1) due a rapid rise in their demand(1) Decline in the primary industry (1) due to workers choosing secondary instead (1) (air/noise/water) pollution (1) caused by the growing number of factories(1) Rural to urban migration (1) as people move in search of jobs(1) Low paid jobs (1) due to large urban populations (1) Poor working conditions (1) due to an absence of unions (1) because of the profitorienteered factory owners (1) Positive impacts Reasons for the growth 4 (1+1) + (1+1) or (1+1) Basic reason (1) with further development through explanation (1). Limit to 3 if no example used (named LIC or MIC).
9 Topic 2 Settlement Change 2(a) (i) A spread of built up areas into the countryside. 1 2(a) (ii) Figure 2a shows an increase from new homes in 2003 to in The largest increase was between 2007 and 2008 when new affordable houses were built One reason for this could be a rising divorce rate. Also, later marriages could increase demand for housing. 2(a) (iii) B Life expectancy in the UK is going up 1 2(a) (iv) D Homes grouped together in a secure area 1
10 2(b) Reject Any two of the following: The site needs to be cleared/improved (which is expensive) (1) Toxic / waste products / contamination need to be disposed of (1) Design might be restricted(1) Development may lead to increased traffic congestion / air pollution / noise (1) City centre land values / costs may be higher than out-of-town locations Land might be dangerous/unsafe (1) Planning might be required (1) Surrounding area is might be run down (1) Disturbs/harms wildlife (habitats) (1) Renewal it s expensive harms the environmen t (c) Depends on the settlement Possible answers may include: Fishing village to a seaside resort(1) Coal mining village to commuter village (1) Farming village to a tourist honeypot site (1) Shift from secondary to tertiary industry (1) e.g. in Hartlepool there has been a decline in ship building / increase in call centres (1) One mark for the change and a second mark for development (facts or figures about the named example). Max. 1 if no legitimate UK settlement named or an inappropriate development (for the named settlement)/generic change 2 (1+1)
11 2(d) Reject Suitable responses include: Disrupts the fabric of the community (1) Rising house prices(1) causing potential first time buyers to leave (1) Reduction in bus services(1) as many of the new residents have their own car (1) Decline in local services (e.g. post office) (1) as new residents use services in a nearby urban area (1) Increased traffic congestion(1) as many of the new residents have cars (1) Changes in local services / land use(1) to meet the needs of the new residents (1) Increased (potential for) crime (1) Change in demographics e.g. and ageing population / greater proportion of elderly (1) e.g. because people want to retire there (1) up house prices (1) Increase in population density/size (1) pushing Reasons for counterurbanisation e.g. more new housing is built/quieter life etc. 4 (1+1) + (1+1) or (1+1) Basic reason (1) with further development through explanation (1). Limit to 3 if no example used (named rural area).
12 Topic 3 Population Change 3(a) (i) D number of people per square kilometre. 1 3(a) (ii) B The West Midlands 1 3(a) (iii) The area shown on Figure 3a is sparsely populated. A physical factor affecting this is the steep relief which makes access difficult. The soils in this area are thin and infertile so it is difficult to grow crops.. Human factors such as few jobs also affect population density (b) A birth and death rates 1 3(c) Any of the following: Ageing population / High life expectancy (1) + data (1) Low death rate (1) + data (1) Low birth rate (1)+ data (1) Bulge in the middle (1) + data (1) Low infant mortality rate (1) + data (1) Or any other legitimate reference to the shape of the pyramid (1) 2 1+1
13 3(d) Possible answers may include: Strain on education/health/food/housing (1) Lack of jobs in the future (1) Population explosion in the future (1) Growing infant mortality rates (1) Deaths from disease is more common (1) Reduction in workforce (1) (possible) increase in crime rate (1) Idea that the economy suffers (1) Political instability (1) (e) Reject Suitable responses include: Singapore s three-or-more policy or any other countryspecific initiative (e.g. Russia) (1) cash incentives (1) Extended maternity (1) Extended paternity (1) Government-led saving schemes for children (1) Preferential housing (1) Child-care related incentives (1) Tax relief (1) Schooling / education centred incentives (1) Policies to decrease the birth rate Disincentives 4 (1+1) + (1+1) or (1+1) Basic reason (1) with further development through detailed description or explanation (1). Limit to 3 for a list or if no legitimate example used (named country used in context)
14 SECTION B PEOPLE ISSUES Topic 4 A Moving World 4(a) (i) B one country to another country. 1 4(a) (ii) C forced out of their country due to a war. 1 4(b) (i) Any of the following: Greater cultural diversity (1) as a result of polish shops/people (1) greater variety of (food) products on sale in the UK (1) as a result of polish shops (1) easier to travel between the UK and Poland (1) with the growth in flights/airports serving both countries (1) Impacts must be evidenced on the resource (b) (ii) B Birth rates fall and fewer babies are born. 1
15 4(c) Expect IT-themed responses, but reference to transport developments is also credit worthy if specific detail is offered. Growth of the internet (1) allows online booking/research places/keep in touch with people (1) Satellites (1) allow people to stay in touch with people around the world (1) Mass media (1) has increased the awareness of different destinations (1) Smartphone ownership (1) allows people to access the internet whilst on the move (1) Basic reason (1) with further development through explanation (1). 2 (1+1) 4(d) (i) A economic reasons 1 4(d) (ii) Reject Suitable responses include: Pull factors 4 Lower wages (1) only 70 (1) Few job opportunities (1) Poor standard of living / quality of life (1) because of a low income (1) Little disposable income (1) Credit comparative statements that clearly implicate a push factor Basic reason (1) with further development through explanation or exemplification (1). Limit to 2 marks if no evidence from Figure 4b used. for economic reasons need to refer to higher wages etc. (1+1) + (1+1)
16 4(e) Reject Possible answers may refer to encouraging and/or discouraging population movement: Being a member of the EU (1) allows easier between some member countries (without a visa) (1) Relaxing national boundaries (1) for example the expansion of the EU (1) Restricting available benefits (1) + development (1) Setting quotas (1) + development (1) Imposing entry requirements (1) for example, skills testing (1) Advertising campaigns in the country of origin (1) + development (1) One-child policy (China) (Singapore) three or more policy s not referring to a government policy 2 (1+1) Basic reason (1) with further development or exemplification (1).
17 Indicative content *4 (f) Depends on case study (e.g. Spain, North Norfolk, Bournemouth i.e. can be local, regional or international), but expect: Familiarity of culture / language Provision of healthcare and welfare Climate Transport and other communication links Proximity to friends and family Low crime rates Political and/or economic stability Affordable housing Economic reasons e.g. low cost of living, pension provision etc. Low risk of natural hazards Level Mar Descriptor k Level 0 0 No acceptable response Level A short list of ideas with one or two briefly described Explanation is either not attempted or unclear. May only be partially linked to retirement migration. Location is either not appropriate or unclear. Very basic use of geographical terminology. Level A very basic description of one pull factor of retirement migration. Case study material may be included, but is not always relevant to the answer. For the top of level 2, expect several descriptive points to be made. Basic use of geographical terminology communication not always clear. Level A detailed description or an attempted or partial explanation of at least one push factor. For top of level, at least two push factors will be addressed. Expect at least two partial explanations, one partial explanation with detailed locational information or one clear explanation offering depth. Some use of geographical terminology and communication is mostly clear. SPaG Level 0 0 Errors severely hinder the meaning of the response or candidate does not spell, punctuate or use the rules of grammar within the context of the demands of the question. SPaG Level 1 1 Threshold performance Candidate spells, punctuates and uses the rules of grammar with reasonable accuracy in the context of the demands of the question. Any errors do not hinder meaning in the response. Where required, they use a limited range of specialist terms appropriately.
18 SPaG Level 2 SPaG Level Intermediate performance Candidate spells, punctuates and uses the rules of grammar with considerable accuracy and general control of meaning in the context of the demands of the question. Where required, they use a good range of specialist terms with facility. 4 High performance Candidate spells, punctuates and uses the rules of grammar with consistent accuracy and effective control of meaning in the context of the demands of the question. Where required, they use a wide range of specialist terms adeptly and with precision.
19 Topic 5 A Tourist s World 5(a) (i) A visit historic cities to learn about the past. 1 5(a) (ii) D Children going to a local park for an afternoon. 1 Questio n 5(b) Reject Accept any of the following: Deckchairs (1) e.g. so people can sit / relax on the beach (1) A pier (with a range of leisure activities)(1) e.g. to walk along (and enjoy the view) / indoor/all-weather entertainment / fishing (1) Lots of people on the beach (1) e.g. to socialise with and make new friends (1) Indoor entertainment on the pier (1) e.g. to keep dry/extend the season (1) Enjoy the view of the pier/architecture(1) Boating (1) Physical attractions Donkey rides identification of a human attraction (1) development of same (1) 5(c) C all the facilities needed by tourists so they do not need to leave the complex. 1
20 5(d) Generates money for wildlife / habitat protection (1) Raising awareness/ educates visitors about conservation (1) Reduces air pollution (1) by using locally sourced products (1) Reduces the amount of non-renewable resources (1) by using wind/solar power (1) 2 (1+1) Basic point (1) with further development through added detail (facts and figures) and/or explanation (1). 5(e) (i) B Short city break 1 5(e) (ii) Reject Suitable responses include: More jobs are created (1) for example there has been a 5% rise (1) Boosts local economy (1) + data (1) Money is re-invested to improve the city further (1) Locals have more disposable income (1) money from tourism as a result of regeneration (1) can be used to help Manchester regenerate further / multiplier effect (1) Social or environmental impacts Negative impacts 4 (1+1) + (1+1) Basic reason (1) with further development through explanation or exemplification (data or detail) from Figure 5b (1). Limit to 2 marks if no evidence from Figure 5b used but this can just be to support one impact.
21 5(f) Possible answers may include: Relaxing national boundaries (1) For example, in 2007 in the EU (1) Favourable exchange rate (1) for example a strong Euro might attract visitors to the UK (1) Same currency (1) which means people do not have to keep exchanging currencies (1) Stable government (1) Ease of obtaining/extending a visa (1) example of same (1) Influence of the World Bank/IMF (1) Minimum wage (1) so people can afford to go on holiday (1) Government incentives (1) to stimulate growth/development in the tourism industry (1) Rules about paid holidays / statutory holiday pay (1) so people have more time to go on holiday (1) Development of an area (1) Basic reason (1) with further development (1). 2 (1+1)
22 Indicative content *5 (g) The involvement stage is characteristically when local people start to notice that there more and more people coming to their local area; they start businesses (such as guest houses) to provide accommodation, food, guides, and transport. Depends on case study, but expect: Increasing tourist numbers Human attractions are built (by local people) i.e. it is not just physical attractions that encourage tourists. Development of a season when the majority of tourists come to the destination Some advertising by the destination Transport developments Pre-package holiday i.e. tourists make their own travel / accommodation arrangements Level Descriptor Level 0 0 No acceptable response Level A short list of ideas with one or two briefly described Explanation is either not attempted or unclear. May only be partially linked to the Butler model. Location is either not appropriate or unclear. Very basic use of geographical terminology. Level A very basic description of one change that took place during the involvement stage. Case study material may be included, but is not always relevant to the answer. For the top of level 2, expect several descriptive points to be made. Basic use of geographical terminology communication not always clear. Level A detailed description or an attempted or partial explanation of at least one change that took place during the involvement stage - this can be either theoretical change or in the context of a case study. For top of level, at least two changes will be addressed for a located example. Expect at least two partial explanations, one partial explanation with detailed locational information or one clear explanation offering depth. Some use of geographical terminology and communication is mostly clear. SPaG Level 0 SPaG Level 1 SPaG Level 2 0 Errors severely hinder the meaning of the response or candidate does not spell, punctuate or use the rules of grammar within the context of the demands of the question. 1 Threshold performance Candidate spells, punctuates and uses the rules of grammar with reasonable accuracy in the context of the demands of the question. Any errors do not hinder meaning in the response. Where required, they use a limited range of specialist terms appropriately. 2-3 Intermediate performance Candidate spells, punctuates and uses the rules of grammar with considerable accuracy and general control of meaning in the context of the demands of the question. Where required, they use a good range of specialist terms with facility.
23 SPaG Level 3 4 High performance Candidate spells, punctuates and uses the rules of grammar with consistent accuracy and effective control of meaning in the context of the demands of the question. Where required, they use a wide range of specialist terms adeptly and with precision.
24 Pearson Education Limited. Registered company number with its registered office at Edinburgh Gate, Harlow, Essex CM20 2JE
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